While COVID-19 has disrupted students’ education around the world, it has also provided an opportunity for significant change around how students are evaluated – a chance for ministries of education to rethink academic assessments and to implement new approaches.
Read more about the importance of supporting to teachers to strengthen their capacity to effectively use assessment and how UNICEF, Pratham and others have successfully used formative assessment around the world.
While COVID-19 has disrupted students’ education around the world, it has also provided an opportunity for significant change around how students are evaluated – a chance for ministries of education to rethink academic assessments and to implement new approaches.
Learn about how ICAN, a new assessment tool of foundational numeracy, can help to provide evidence to assess and address the learning crisis in South Asia.
As the COVID-19 pandemic forced the closure of over 90 per cent of the world’s schools and required the imposition of strict social distancing measures, ministries of education everywhere had to rethink how to make these kinds of high stakes decisions about their students’ futures, including the extent to which examinations could be retained as part of the decision-making process. This blog explores the approach of exam cancellations.
Measuring children and youth’s levels of learning during school closures is critical, yet challenging to assess remotely. This Center for Global Development blog shares 5 five practical tips for phone-based assessments of learning.
This report outlines the work of the Optimizing Assessment for All project at Brookings to strengthen education systems' capacity to integrate 21st century skills into teaching and learning, using assessment as a lever for changing classroom practices.
This Global Education Monitoring (GEM) Report blog provides guidance for ministries of education, their agencies and statistical institutions on: (i) what data to collect, and (ii) how to collect it, in order to monitor and analyze learning equity and inclusion.
This Global Education Monitoring (GEM) Report blog provides guidance for ministries of education, their agencies and statistical institutions on: (i) what data to collect, and (ii) how to collect it, in order to monitor and analyze learning equity and inclusion.
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic. Read full guidance note here.
